Rogers High School Context Statement by: Kelsie Fountain
Introduction: Rogers High School is the public high school of Newport, Rhode Island. This school has been the home to many Vikings since the year 1873, currently 622 students are enrolled. Rogers is full of teachers who have a passion for teaching and students with a hunger to learn. The mission statement for the school is “The Mission of Rogers High School, is partnership with parents and the community, is to provide a challenging and appropriate education in a safe environment, so that all students will develop productive citizenship, life-shop learning, and the ability to adapt successfully in a rapidly changing world.”
Rogers High School is located just past downtown Newport, at 15 Wickham Road. Jim Nelson is currently the man to look up to, also known as the principle. There are two well knows ways to get in contact with the school or find out more information. You can call the school at 401-847-6235 or visit the schools website at www.newportrischools.org
Community Background: Newport is a beautiful city located right on the bay in southern Rhode Island, founded in 1639. It is the home to about 24,672 according to the 2010 Census. Newport is part of Aquidneck Island which consists of Newport, Middletown and Portsmouth. The total area of Newport is only 11.4 miles, but only 7.7 miles is land, and the rest is water. Newport is a very small island, known for its lovely summer houses, making it a great vacation area. The city of Newport is full of fun activities all year round, from Oktoberfest to the Folk festivals in the summer time. Many people come to view the amazing mansions Newport is known for, almost all located on Bellevue Avenue/Cliff Walk, and the ocean drive. Remove File
Economic Characteristics: Newport, Rhode Island would be an above average community when being looked at for wealth. The median household income for Newport is $69,369, compared to Rhode Island which is $55,975. The median family income for Newport is $85,269, compared to Rhode Island which is $72,724. The per capita income yet again is much high for Newport than it is for Rhode Island, $37,915 vs. $29,685. Located on the next chard you will see the total percent for all families below the poverty level for Newport is just above half the percent it is for Rhode Island all together; 4.5% vs. 8.9%. Lastly we have the total percent for all people below the poverty level, Newport again is over half of what Rhode Island’s percent is; 7.7% vs. 12.8. As you can see below, graph 3 is small, this just shows you the number of children in Newport, compared to the number of children in all of Rhode Island. In graph 4 (below) you will see poverty level, single parent houses with children and children whose grandparents are financially responsible for them. The child population of Newport is not very high compared to the amount of people that reside in the city; 4,083 vs. 24,672. The amount of children in a single parent family is quite a high percent and is about 11% more than the states; 42% vs. 31%. Next we take a look at the amount of children that live in a family that is below the federal poverty threshold, this percent is low, but not much lower than the whole states percent; 14% vs. 17.9%. The column of grandparents that are financially responsible for their grandchildren is a low percent, and very close to the states percent; 5% vs. 6%. Lastly we have the teen birth rate which is a pretty high percent for teens to be having children. This percentage is again close to the states percentage also; 23.9% vs. 25.5%.
Ethnicity /Race: Next we take a look at the diversity in Newport as well as Rhode Island. When looking at these charts you can tell that neither one is very diverse, when looking at race. The population of white people is 90.2% in Newport and 81.4% in Rhode Island. Black/Africans in Newport is 3.5% and Rhode Island is 5.7%. The population of Asians in Newport is 1.6% and 2.9% in Rhode Island. Lastly the second highest percent for each is the percent of Hispanics or Latinos, 4.2% for Newport and 12.4% for Rhode Island. By looking at this chart you can tell white is the generally dominant race for Newport, Rhode Island, and the whole U.S as well.
District Summary: When comparing Newport to Rhode Island, the NECAP Assessment scores are just below what Rhode Island’s percent as a whole is. In 3rd grade Math/Reading the proficiency levels were 55%/60% for Newport and 60%/70% for Rhode Island. In 7th grade Math/Reading the proficiency levels were 54%/77% for Newport and 59%/70%. Lastly we have 11th grade proficiency levels to take a look at for Newport we have 26% Math and 82% Reading; Rhode Island we have 34% Math and 79% reading.
Rogers High School is the only high school in the city therefore when trying to compare date we have use other schools in the state. The two schools that have been chosen for data comparisons are Barrington High school, and Central Falls High School. Barrington was chosen due to their standings. Barrington is considered a very strong school, in a very good area. As for Central Falls it is the opposite, Central Falls is a very low class, and a very weak school.
In the table below we take a look at three things and compare to the three school districts named above. First we compared the Teachers with emergency certification, as you can tell not many teachers at all have this certification in any of the districts. Next we take a look at the not highly qualified teachers, yet again the percentage is rather low. Lastly we take a look at the teacher-student ratios and this is what really matters because these are the people who decide how well a school does. Teacher student ratios: Newport 1:8 Barrington 1:11 Central Falls 1:10
Next we take a look at the student characteristics to get a better understanding of the communities that have been and will continue to be compared. When looking at the students that are eligible for subsidized lunch each district has a very different percent; one high, one in the middle, and one very low. This shows a great different in the communities. Next we take a look at the students receiving ESL/Bilingual Education services; both Barrington and Newport are very low, Central falls is higher. Students that receive special education services in each district is not far from each other we have Newport with 18%, Barrington 12% and Central falls with 22%. Lastly for this graph we take a look at the Median Family income, and the property value per student. Taking a look at both of these last two columns you can see that they are all have pretty big gaps between one another.
NECAP Assessment scores: When you compare the 11th grade NECAP testing scores between the three schools as well as the state you can see that Barrington has performed better on the 4 section students were tested on, Next up was Rogers and Central falls has the lowest scores; the state average mixed between them all.
School Analysis: Although a lot of people believe that the best way to tell how a school is doing is the test the students there are actually other ways to tell. For example you may take a look at the attendance rates, dropout rates, and the graduation rates. Below you can see all of these compared between the districts.
Yet again when looking at these statistics you can see that Barrington comes out on top yet again. Barrington has an attendance rate of 96%, a dropout rate of 0,7%, and a graduation rate (2012) of 93.7%. Next up we have Rogers, attendance rate 88%, dropout rate of 18.5% and a graduation rate (2012) of 73.5%. Lastly we have Central Falls with two out of the three sections having the lowest percent. Centrals Falls has an attendance rate of 82%, a dropout rate of 14.8% and a graduation rate (2012) of 68.1%. Rogers and Central Falls both fall below the State in Attendance Rate, and percent graduated in 2012, and they both have a higher dropout percent than the state. Conclusion: Rogers High School is a good school, no the best but far from the worst, as you can tell after taking such an in-depth look at the school statistics as well as the communities background. This school would be a pretty decent place for a parent to enroll his or her child and know that they will indeed get a good education. After comparing Rogers to, Central Falls and Barrington you can see that Newport is a decent place to live. Newport is not expensive and not cheap when it comes to living, therefore your child will be able to attend a decent school and you will be able to pay for a decent place to live in a very nice community.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric EDITED BY MEAGAN BLANCHETTE
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style. and/or There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average) and states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Author: (Kelsie Fountain.)Editor: (Meagan Blanchette)Total Score for this Evaluation:33/35 pts
Awesome job Kelsie! Your graphs make me jealous, keep up the good work and great context statement!
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section. As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Author: (Person who wrote report.)Editor: (Person evaluating report.)Total Score for this Evaluation: _/35 pts The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section. As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures
Context Statement by: Kelsie Fountain
Introduction: Rogers High School is the public high school of Newport, Rhode Island. This school has been the home to many Vikings since the year 1873, currently 622 students are enrolled. Rogers is full of teachers who have a passion for teaching and students with a hunger to learn. The mission statement for the school is “The Mission of Rogers High School, is partnership with parents and the community, is to provide a challenging and appropriate education in a safe environment, so that all students will develop productive citizenship, life-shop learning, and the ability to adapt successfully in a rapidly changing world.”
Rogers High School is located just past downtown Newport, at 15 Wickham Road. Jim Nelson is currently the man to look up to, also known as the principle. There are two well knows ways to get in contact with the school or find out more information. You can call the school at 401-847-6235 or visit the schools website at www.newportrischools.org
Community Background: Newport is a beautiful city located right on the bay in southern Rhode Island, founded in 1639. It is the home to about 24,672 according to the 2010 Census. Newport is part of Aquidneck Island which consists of Newport, Middletown and Portsmouth. The total area of Newport is only 11.4 miles, but only 7.7 miles is land, and the rest is water. Newport is a very small island, known for its lovely summer houses, making it a great vacation area. The city of Newport is full of fun activities all year round, from Oktoberfest to the Folk festivals in the summer time. Many people come to view the amazing mansions Newport is known for, almost all located on Bellevue Avenue/Cliff Walk, and the ocean drive.
District Summary: When comparing Newport to Rhode Island, the NECAP Assessment scores are just below what Rhode Island’s percent as a whole is. In 3rd grade Math/Reading the proficiency levels were 55%/60% for Newport and 60%/70% for Rhode Island. In 7th grade Math/Reading the proficiency levels were 54%/77% for Newport and 59%/70%. Lastly we have 11th grade proficiency levels to take a look at for Newport we have 26% Math and 82% Reading; Rhode Island we have 34% Math and 79% reading.
Rogers High School is the only high school in the city therefore when trying to compare date we have use other schools in the state. The two schools that have been chosen for data comparisons are Barrington High school, and Central Falls High School. Barrington was chosen due to their standings. Barrington is considered a very strong school, in a very good area. As for Central Falls it is the opposite, Central Falls is a very low class, and a very weak school.
In the table below we take a look at three things and compare to the three school districts named above. First we compared the Teachers with emergency certification, as you can tell not many teachers at all have this certification in any of the districts. Next we take a look at the not highly qualified teachers, yet again the percentage is rather low. Lastly we take a look at the teacher-student ratios and this is what really matters because these are the people who decide how well a school does. Teacher student ratios: Newport 1:8 Barrington 1:11 Central Falls 1:10
Next we take a look at the student characteristics to get a better understanding of the communities that have been and will continue to be compared. When looking at the students that are eligible for subsidized lunch each district has a very different percent; one high, one in the middle, and one very low. This shows a great different in the communities. Next we take a look at the students receiving ESL/Bilingual Education services; both Barrington and Newport are very low, Central falls is higher. Students that receive special education services in each district is not far from each other we have Newport with 18%, Barrington 12% and Central falls with 22%. Lastly for this graph we take a look at the Median Family income, and the property value per student. Taking a look at both of these last two columns you can see that they are all have pretty big gaps between one another.
School Analysis: Although a lot of people believe that the best way to tell how a school is doing is the test the students there are actually other ways to tell. For example you may take a look at the attendance rates, dropout rates, and the graduation rates. Below you can see all of these compared between the districts.
Yet again when looking at these statistics you can see that Barrington comes out on top yet again. Barrington has an attendance rate of 96%, a dropout rate of 0,7%, and a graduation rate (2012) of 93.7%. Next up we have Rogers, attendance rate 88%, dropout rate of 18.5% and a graduation rate (2012) of 73.5%. Lastly we have Central Falls with two out of the three sections having the lowest percent. Centrals Falls has an attendance rate of 82%, a dropout rate of 14.8% and a graduation rate (2012) of 68.1%. Rogers and Central Falls both fall below the State in Attendance Rate, and percent graduated in 2012, and they both have a higher dropout percent than the state.
Conclusion: Rogers High School is a good school, no the best but far from the worst, as you can tell after taking such an in-depth look at the school statistics as well as the communities background. This school would be a pretty decent place for a parent to enroll his or her child and know that they will indeed get a good education. After comparing Rogers to, Central Falls and Barrington you can see that Newport is a decent place to live. Newport is not expensive and not cheap when it comes to living, therefore your child will be able to attend a decent school and you will be able to pay for a decent place to live in a very nice community.
Peer Edited link below!
As a peer editor, your tasks are:
Rubric
EDITED BY MEAGAN BLANCHETTE
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Awesome job Kelsie! Your graphs make me jealous, keep up the good work and great context statement!
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures